The determinants of teachers’ satisfaction and its influence in strategic management of human resources in the institute of education sciences in Kwanza South province

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Proceedings of the International Congress on Interdisciplinarity in Social and Human Sciences

11th - 12th May 2017

Research Centre for Spatial and Organizational Dynamics

University of Algarve

Faro, Portugal

BOOK OF PROCEEDINGS

II International Congress on Interdisciplinarity in

Social and Human Sciences

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TECHNICAL INFORMATION

Proceedings of the II International Congress on Interdisciplinarity in Social and Human Sciences 11th - 12th May 2017

University of Algarve, Faro, Portugal

Editors: Saul Neves de Jesus and Patrícia Pinto

Publisher:

CIEO – Research Centre for Spatial and Organizational Dynamics University of Algarve

Gambelas Campus, Faculty of Economics, Building 9 8005-139, Faro

[email protected] www.cieo.pt

Editing, Page Layout and Cover: Marlene Fernandes

CIEO Secretariat

Organizing Commission:

Saul Neves de Jesus, University of Algarve (Chair) Patrícia Pinto, University of Algarve

Alexandra Gomes, University of Algarve Joana Santos, University of Algarve João Viseu, University of Algarve Julieta Rosa, University of Algarve Marlene Fernandes, University of Algarve

NOTE:

Please take in consideration that the articles language published in this issue correspond to the original version submitted by the authors.

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INTRODUCTION

Interdisciplinarity is the main topic and the main goal of this conference.

with the creation of the Fine Arts Academies, the world of science and arts began to work independently, on the contrary of

often only a piecemeal approach of the research object, not taking into account its overall complexity. So, it is important interdisciplinary perspective.

encompassing and useful answers for their research questions.

CIEO (Research Centre for Spatial and Organizational Dynamics) organises this conference, being Interdisciplinarity an important issue.

It is focused on social sciences with an integrative focus in the questions of well-being in society, and it is funded by the for this good evaluation was surely our potential for Interdisciplinarity.

This conference was an excellent opportunity for strengthening and enriching our interdisciplinary systematic approach, It was also an opportunity to show innovative research in social and human sciences, and to improve networks between

Psychology, Education, Sport, Tourism, Landscape Architecture, Geography and Political Sciences, just to mention a few. As the CIEO is structured along three research areas, we have tried to organize the communications in parallel sessions corresponding to these three areas: 1) Cities and Spatial Dynamics; 2) Organizations, Innovation and Learning Spaces; 3)

In this conference we had more than 300 communications presented in symposiums, parallel sessions, conferences and posters.

topics, which we hope will provide many opportunities for stimulating exchange between participants in an interdisciplinary perspective.

of the congress was English, presentations in Portuguese and Spanish were permitted.

101 of the communications presented at the conference are published here. They are organized in six parallel sessions and posters, corresponding to the structure of the conference program.

in Social and Human Sciences.

The editors Saul Neves de Jesus Patrícia Pinto

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Como os alunos jovens vêem a escola do século XXI? ...595 Relationship between education in pharmaceutical sciences and profession: An interdisciplinary perspective ... Teaching in two cycles of professional life: A comparative brazilian case study ... ... PARALLEL SESSION V ... People, ageing communities and diversity ... Community interventions to promote healthy aging... Retirement experiences, mental health and quality of life in seniors of the republican national guard transit detachment of Beja ...

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Sense of community and productive aging: Protective factors of wear of an elderly informal caregiver... ... Solving second-order linear ordinary differential equations by using interactive software ... Bilingual teaching in Algarve and its advantages ... Extending the social tradition on organisational learning - ethics, gender and citizenship ... Sustentabilidade: Práticas na hotelaria ... Diabetes literacy among higher education students ...

Mental health and sleep-vigil disturbances in high school students: Sleep hygiene consultation ...707

Reaching for the moon: An observational study on the invisibility of women in city urbanization ...713

The cinematographic cultural practice in the pedagogy students teaching training ...719

Impact of service quality, brand image, perceived value, customers’ satisfaction and behavioural intentions in the traditional retailing in the north of Portugal ... Padrões de mobilidade do idoso em Faro ...738

Incorporação da experiência de consumo no desenho do serviço de alojamento hoteleiro no Alentejo ...747

... Structural empowerment and satisfaction in nursing work in primary health care ... Escola: Cenário de violência simbólica ... Initial motivation and pedagogical support to physical education academics of unipampa-rs as spaces to learn positively 779 PARALLEL SESSION VI ...785

Consumer behaviour of babies mothers. Repercussions in the psycophysical separation... Education today: 12 + 5 < 4 – lessons of educational reforms in Portugal and beyond ...798

Knowledge-based economy ... ... The olympic gaze ...830

Service culture as a key determinant in services marketing ...840

Transformações urbanas em Santos SP Brasil: Turismo como uma alternativa para promover o bem estar ...849

... Vulnerabilidades e solidariedades em contexto urbano ...878

rodoviários...882

of education sciences in Kwanza South province ...895

Educação afetivo-sexual e prevenção de abusos sexuais em lares de acolhimento de menores...904

Psicología del lenguaje diplomático y político ...918

Assessing the impact of precision agriculture techniques in maize production under mediterranean conditions ...929

POSTERS ... A voyage in time. History at the museum: Educational space for dynamic intervention ...937

A teoria da mente em indivíduos socialmente ansiosos e não-ansiosos – Avaliação da dimensão sócio-percetiva ... A qualidade e internacionalização no ensino superior em Portugal: Um estudo de caso nas universidades do Minho, Aveiro e Algarve ... ...972

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Parallel Session VI

THE DETERMINANTS OF TEACHERS’ SATISFACTION AND ITS INFLUENCE

IN STRATEGIC MANAGEMENT OF HUMAN RESOURCES IN THE INSTITUTE

OF EDUCATION SCIENCES IN KWANZA SOUTH PROVINCE

Domingos Augusto Lunga

Instituto Superior Politécnico do Kwanza Sul ([email protected])

Cláudia Miranda Veloso

UNIAG; Instituto Politécnico de Bragança; Universidade de Aveiro ([email protected]; [email protected])

Paula Odete Fernandes

UNIAG; Instituto Politécnico de Bragança; NECE ([email protected])

ABSTRACT

The organizational environment is characterised by forces which affect the dynamics and the organizational competitiveness. a growing interest in understanding quality of professional life, strategic management and organizational performance. attitudes towards organizational performance.

In this perspective, the article purposes to verify if there are differences between socio-demographic, professional, training and labour variables related to the level of satisfaction of the teachers that belong to the Institute of Education Sciences, as well as to know the level of satisfaction of these professionals.

The results show that the level of teachers’ satisfaction is positive and allows to understand the determinants of teachers’ satisfaction and their mastery in strategic management of human resources and organizational competitiveness.

Keywords: Strategic Management, Professional Satisfaction, Public Higher Education, Organizational Competitiveness.

1. INTRODUCTION

The globalization of markets has meant that organizational competitiveness is more daring, both by reducing costs, improving quality, increasing productivity, and by constant innovation and knowledge. As a consequence, organizations have implemented an organizational culture that favors high performance, with particular attention to human resource and implementing a set of internally consistent policies that ensure that the company’s human capital contributes to achieving management practices and policies must be closely interlinked, but also aligned with the organization’s overall strategy. The growing interest in strategic management of human resources reveals the progressive concern with people, considered as the key resource for organizational success, whether private or public organizations (Mendes, 2012).

The management of human resources is based on the affectation of the behavior of the people and their correlation with the institutional objectives. The management of the employees, their planning, their direction and leadership, and their control are closely related to the dimensions perceived by the workers. Validating dimensions that promote job satisfaction is building a set of determinants that can be evaluated in the context of Human Resource Management in order to maximize value for the professional and for the institution. This study was carried out for teachers of the Higher Institute of Education Sciences of Sumbe (ISCED). Tries to observe the job satisfaction of these professionals, and to relate the variables associated to this condition (sociodemographic, professional context, training context and work context).

Professional activity occupies most of the time of workers, and undoubtedly takes on a remarkable importance in the life of the active population. For this reason, it is extremely important that the workplace provides well-being, since this satisfaction shows a direct connection with the other areas of workers’ lives. According to Grace (1999), job satisfaction comprises an attitude or emotion that assumes concrete meaning in behaviors and opinions uttered. Barros and Cunha human behavior at work. There are several studies that show that job satisfaction has an effective effect on the productivity of organizations, on the well-being of employees and also on the various dimensions that are directly or indirectly associated

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satisfaction: working and health conditions, job security, achievement, autonomy, relationship, prestige and remuneration. Professional satisfaction can be assessed by different approaches and in different environments. Job satisfaction has become increasingly important because it is pointed out as a variable, implicitly and explicitly, that is linked cumulatively to the meaning in their work activity and adopting positive attitudes towards institutional development.

Despite the existence of a multiplicity of studies that deal with the subject of professional satisfaction, there are minimum studies that study the professional satisfaction of teachers, particularly in Angola. It is intended, therefore, to contribute in some way to the widening of knowledge and to the enrichment of the Angolan and international bibliography.

In this sense, the purpose of this study is to examine the determinants of ISCED job satisfaction and understand which the level of professional satisfaction of the professors of ISCED. Thus, it is crucial that ISCED understands what its teachers expect and has a duty to promote such measures, evidently within the parameters admissible and practicable by the institution.

This article is organized in 5 sections. In addition to the present introduction, there is a section with the theoretical framework, another with the supporting methodology of the whole study. Following is the section where the results achieved with the satisfaction of ISCED professionals are displayed and analyzed. Finally, the main conclusions and contributions of the present study are highlighted.

It is hoped that this study will contribute to a better understanding of the job satisfaction of higher education teachers teachers and promote simultaneously, the better institutional competitiveness and the quality of education.

2. THEORETICAL BACKGROUND

In the current context of globalization, organizational strategic management and particularly human resources management reveal the progressive concern with people, seen as the key factor for excellent performance and organizational competitiveness. In addition to the usual sources of competitive advantage, people have come to be seen not as a mere for gaining competitive advantage. In the search for this advantage, the contribution requested to the human resources management is in the capacity of production of added value, representing this capacity, the implementation of certain strategic activities of human resources management (Mendes, 2012).

The realization of this research on the job satisfaction of teachers and non-teachers makes it possible to understand the perception of these professionals about this reality, to know what motivates them and what their expectations, and through many managers and social researchers believe that if labor dissatisfaction were reduced, human barriers to production would be eliminated and transformed into a force that would promote improved performance and consequently productivity.

With regard to the professional of the higher education, the way in which he feels and faces his work, determine categorically the success and the quality of the education. Because it is a profession that is dynamized particularly in the undergone changes and restructurings in the sense of achieving excellence in teaching. With the growing development of communication and information technologies, education professionals need constant updating so as not to compromise professional competence and the quality of teaching and service delivery to students and the community.

According to the two-factor theory developed by Frederick Herzberg there are two types of factors that affect the the working environment or living conditions; the motivational factors are those that can promote active attitude and job satisfaction (Alpay and Verschoor, 2014; Wei and Junyan, 2015). The motivation and the particular interest in this subject were triggered, above all, by the supposed relationship between teacher satisfaction and professional performance. In this Platton (2001), (Aiken, Clarke, Sloane and Caetane, 2010; Moura, 2012; Azevedo, 2012; Leite, 2013) that point to an implicit link between job satisfaction and the high performance of its professionals. According to Mezomo (2001), an organization The senior management of a higher education institution has an important role in creating job satisfaction, identifying which factors cause satisfaction and/or dissatisfaction, and use those data to identify strategies that lead to improved situations work performance, and motivation (Machado-Taylor, Meira Soares and Gouveia, 2010; Machado-Taylor et al.

3. METHODOLOGY AND RESEARCH HYPOTHESES

This research deals with the professional satisfaction of the teachers who work in ISCED, and intends to understand order to answer to the main objective, the following research hypotheses (HI) were established:

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Parallel Session VI

HI₁: There are differences in the average values of job satisfaction for sociodemographic characteristics; HI₂: There are differences in average values of job satisfaction for the level of training;

HI₃: There are differences in average values of job satisfaction for professional category; HI₄: There are differences in average values of job satisfaction for the labor characteristics;

HI₅: There are differences in average satisfaction values in each leadership practice for each leadership style; HI : There is a direct positive relationship between satisfaction dimensions and overall satisfaction.

was applied to ISCED teachers, divided into two parts. First part, consisting of a previous questionnaire, the questions were elaborated by the researchers, including sociodemographic, professional, training and labor variables, among Administrations of the European Union (CAF). After data collection, the database was constructed, processed, processed, analyzed and interpreted.

Initially, in order to describe and characterize the study sample, an exploratory descriptive analysis of the data was performed according to the nature of the variables under study. Statistical measures were used: absolute frequencies, relative frequencies, mean, standard deviation, bar graphs, in order to describe the characteristics: sociodemographic, professional, labor and satisfaction manifested by the respondent.

Subsequently, in order to perform the necessary inferential analysis, it was applied the parametric tests, to understand the differences between means and the relationship between variables, whenever possible, and when the assumptions for their application were not violated, and when this is not possible non-parametric tests.

with Work scale, namely: Overall satisfaction of employees with the institution (SGFI); Satisfaction with management and management systems (SGSG); Satisfaction with working conditions (SCT); Satisfaction with Career Development (SDC); Levels of motivation (SL); Satisfaction with leadership style (SEL); Satisfaction with top leadership style (SELT); Satisfaction with leadership style of intermediate level manager (SELI); Satisfaction with hygiene, safety, equipment and service (SCHSES); Satisfaction with the current remuneration system (SSRV) will allow to establish the predominant determinants of satisfaction with work in these professionals.

4. FINDINGS

4.1 Sociodemographic characterization

Table 1 presents the sociodemographic characteristics of the respondents under study. The sample size is composed by 39 professors, who carry out teaching duties at ISCED.

Variables n % Gender Male 24 Female 15 38,5 Total 39 100 Age Up to 30 years 9 23,0

From 31 to 40 years old 17

Equal or greater than 41 years 13 33,4

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898 Nationality Angolan 34 87,1 Cuban 4 10,3 Vietnamese 1 Total 39 100 Marital status Not married 18 Married/Union in fact 18 Divorced/Separated 1 Widower 2 5,0 Total 39 100 Have children Yes 29 74,4 No 10 Total 39 100 Licensed 9 23,1 Master 20 51,3 Doctor 10 Total 39 100 Job link Effective 29 74,4 Collaborator 10 Total 39 100

4.2 Results of the Sociodemographic Dimension

This section presents the results obtained regarding the satisfaction of ISCED teachers in the dimensions assessed by the CAF scale. In this subchapter we present the results of the dimensions of the CAF scale according to the sociodemographic obtained for women are higher than the average values obtained for men. The following are the dimensions: Satisfaction with management and management systems (SGSG), women with a mean value of 3.44 and men with an average of 2.95; with the hygiene, safety, equipment and service conditions (SCHSES), with an average of 2.71 for females and 2.29 for males. The following are the dimensions: Satisfaction with working conditions (SCT), Satisfaction with career development (SDC), Satisfaction with leadership style (SEL), be it top leadership (SELT) or intermediate leadership (SELI) and SCHSES that the females and 3.04 for males.

The results of the dimensions of the CAF scale for teachers according to the age group of the teacher show that the SEL (3.79), SELT (3.75) and SCHSES (3.54). By the application of the ANOVA test it is concluded that the observed (3.15) and by the Tukey multiple comparison it is concluded that the Differences between individuals between the ages of 31 Regarding the nationality of the respondent, the results obtained show that in all dimensions the average values obtained for employees with a nationality other than Angolan are higher than the average values obtained for Angolan employees. The following stand out: SGFI, non-Angolan with mean value of 3.54 and Angolan with a mean of 3.20; SCT with a mean of 3.54 in non-Angolan and 2.98 in Angolan, SCHSES with an average value of 2.71 in non-Angolan and 2.29 in Angolan,

The results of the dimensions of the CAF scale according to whether or not the child has children shows that the presented the highest results, namely in SCT (3.19) and SSRV (3.27). By applying the Student’s t-test it is concluded that the

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Parallel Session VI

4.3 Dimension Training Results

the teachers with literacy at the master’s/doctoral level have higher average levels of satisfaction in all dimensions. By the SGFI, SGSG, SCT, SEL, SELT and SELI.

With regard to the results of the dimensions of the CAF scale according to the facility that the institution offers to make values obtained by the respondents who stated that they are easy to attend training were higher than respondents who stated that they did not have an easy time attending training. The SGSG, SCT, SDC, SEL, SELT, SELI, and SCHSES dimensions were analyzed in the the dimensions of satisfaction due to the ease of attending training, for which it was concluded that the

4.4 Results of the Professional Dimension

The results of the dimensions of the CAF scale as a function of the teachers’ work link show that in all dimensions, with the exception of SCHSES, the average values obtained for the employees are higher than the average values obtained for the it.

4.5 Results of the Work Dimension

The results of the dimensions of the CAF scale according to the reasons that led the teacher interviewed to work at the institution show that the teachers who invoked the interest/experience reasons to work at the institution had higher average satisfaction values in all dimensions. By applying the Mann Whitney test it was concluded that the differences are statistically on the possibility of re-choosing the same institution to work. Teachers who stated that they would choose the same institution to work showed the highest average levels of satisfaction in all dimensions of the scale. On the other hand, teachers who stated that they would not choose the same institution to work had the lowest average levels of satisfaction in all dimensions, except for the SGFI, MN and SSRV dimensions, whose lowest satisfaction values belong to teachers who did not know if they would choose the same institution again. It should be noted that in the SGSG, SCT, SDS, SCHSES and SSRV dimensions the average levels of satisfaction presented by employees who would not choose the institution and those who did not know if they would choose are up to 3 points. By the application of the ANOVA Test it was concluded that the those who would not return to work in the institution. As regards the fourth hypothesis of investigation, it can be said that it is validated once enough statistical evidence has been recorded to corroborate it.

4.6 Result of management practices for the different leaderships

leadership. In the remaining initiatives the agreement of its existence is slightly superior in the intermediate leadership. The table below shows the characterization of the satisfaction with the leadership practices (top and intermediate) of the ISCED institution’s teachers. It was observed that for all the focused initiatives the average levels of satisfaction are close

Table 2. Characterization of satisfaction with the leadership practices (top and intermediate)

Dimensions Activity Mean Standard deviation tStudent Test p-value

Lead through example Top Manager 3,47 1,13 0,393

Intermediate manager 1,05

Demonstrates commitment to the process of change

Top Manager 3,44 1,09

-0,444

Intermediate manager 3,49 1,15

Accepts constructive criticism Top Manager 3,22 1,10 -1,913

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900

Accepts suggestions for improvement Top Manager 3,51 1,07 -1,158 0,252

Delegates powers and responsibilities Top Manager 3,71 1,18 0,252 0,802

Stimulates people’s initiative Top Manager 3,44 1,19 -0,375 0,709

Encourages mutual trust and respect Top Manager 1,23 0,532

Ensures the development of a culture of change

-0,358 0,721

Promotes training actions Top Manager 1,32 0,541

Recognizes and rewards individual and team efforts

-1,120

It suits the treatment given to people, needs and situations

-1,301 0,198

The results obtained for the dimensions of the CAF scale are presented in this section. For each dimension its average was calculated based on the number of items that integrate each dimension. The scale used to measure the items was Likert’s By analyzing the values presented in Figure 1 it is possible to observe the average level of satisfaction of the respondents dimensions, the average satisfaction recorded was close to or higher than 3.5 and that the dispersion values in all dimensions reinforces this satisfaction.

Figure 1. Summary of global mean and overall standard deviation of dimensions

SGFI - Overall satisfaction of employees with the institution; SGSG- Satisfaction with management and management systems; SCT - Satisfaction with working conditions; SDC- Satisfaction with career development; NM - Levels of motivation; SEL - Satisfaction with leadership style; SELT - Satisfaction with top leadership style; SELI- Satisfaction with the managerial style of intermediate level manager; SCHSES - Satisfaction with hygiene, safety, equipment and service conditions; SSRV -

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Parallel Session VI

Table 3 presents the results of dimension characterization. It is observed that in terms of internal consistency this varies In table 3 it can be observed that the empirical average values obtained are higher than the theoretical average value higher than expected. It can be stated that, considering only the average values obtained, it is possible that the respondents with management and systems of management (SGSG), Satisfaction with the conditions of (SCT), Satisfaction with Career Development (SDC), Levels of Motivation (NM), Satisfaction with leadership style (SEL), Satisfaction with top leadership style (SELT) and Satisfaction with leadership style of Manager (SELI).

Table 3 Characterization of the dimensions evaluated in the CAF questionnaire

Dimensiones Alpha Cronbach Empirical minimum Mean Standard deviation

SGFI 0,893 1,44 3,33 0,81 SGSG 0,933 1,11 3,11 0,91 SCT 0,894 1,13 3,19 0,87 SDC 0,830 3,18 0,87 NM 0,929 1,25 3,82 1,02 SEL 1,27 3,48 0,88 SELT 0,947 1,00 3,43 0,95 SELI 0,959 1,45 3,54 0,97 SCHSES 1,00 0,77 SSRV 0,823 1,00 1,00 Satisfaction 0,976 1,75 3,25 0,71

SGFI - Overall satisfaction of employees with the institution; SGSG- Satisfaction with management and management systems; SCT - Satisfaction with working conditions; SDC- Satisfaction with career development; NM - Levels of motivation; SEL - Satisfaction with leadership style; SELT - Satisfaction with top leadership style; SELI- Satisfaction with the managerial style of intermediate level manager; SCHSES - Satisfaction with hygiene, safety, equipment and service conditions; SSRV -

Satisfaction with the current remuneration system

In order to complement the study, the correlation analysis was performed between all dimensions and also the weight 0.70, which shows a strong relation. Thus, it can be said that the associations between: SGFI and SGSG; SCT and SGSG; SDC with SGSG; SEL with SGSG, SCT and SDC; SELT with SGSG, SCT, SDC and SEL; SELI with SEL are strong.

Dimensions SGFI SGSG SCT SDC NM SEL SELT SELI SCHSES SSRV Satisfaction

SGFI 1 0,781 b b _0,490 b _0,547 b _0,544 b _0,544 b b b SGSG 1 0,773 b b _0,329 a _0,774 _0,804 b b b _0,372 b _0,918b SCT 1 b a _0,709 _0,727 b _0,579 b b _0,352 b _0,842b SDC 1 0,242 0,811 0,777 b b b _0,221 b NM 1 0,315 a a _0,147 _0,201 b SEL 1 0,889 b _0,901 b _0,593 b _0,175 _0,917 b SELT 1 b _0,573 b _0,154 _0,858 b SELI 1 0,478 b _0,149 _0,792 b SCHSES 1 0,454 b _0,715 b SSRV 1 0,399 b Satisfaction 1

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902

SGFI - Overall satisfaction of employees with the institution; SGSG- Satisfaction with management and management systems; SCT - Satisfaction with working conditions; SDC- Satisfaction with career development; NM - Levels of motivation; SEL - Satisfaction with leadership style; SELT - Satisfaction with top leadership style; SELI- Satisfaction with the managerial style of intermediate level manager; SCHSES - Satisfaction with hygiene, safety, equipment and service conditions; SSRV

5. CONCLUSIONS

the limitations of the study as well as the possible directions for future research. According to Almeida (2003), any organization is a result of its human capital and, of course, does not exist if there are no people. In this sequence, the strategic management of human resources has been adopting new roles, from a management of only administrative and bureaucratic personnel, with concerns centered only on compliance with the legislation, a management of human resources with more strategic orientations, focused on Valuation of human capital, motivation and job satisfaction (Mendes, 2012). In this research it can be said that meet the view of Mezomo (2001), who argues that no organization is successful, that is, it achieves objectives without the effort and reciprocal commitment of all workers, who must work as a team, in the search for and operationalization of the objectives, which are added to improve organizational performance. Any organization

context determine the level of job satisfaction of ISCED teaching professionals. At the same time it provided the knowledge of the image that the teachers perceive of the higher education institution where they carry out activity. This knowledge allows identifying the reasons for mismatches and nonconformities and their consequences in order to implement measures that promote the desired transformations and satisfaction.

This research proposes, regarding sociodemographic variables and job satisfaction, that: Female professors always declared a superior satisfaction than male professors;

Professionals with lower age had higher satisfaction than those of the highest age groups, except for satisfaction with the current remuneration system (SSRV), which showed higher satisfaction among older teachers;

Professors without children showed higher satisfaction than those with children, except in the SSRV dimension; Non-Angolan professors presented greater satisfaction than Angolan professors.

Respecting the professional variables in job satisfaction, it can be conclude that:

Concerning the variables of training in job satisfaction, it can be conclude that: opportunity to attend training.

Regarding labor variables and job satisfaction, it can be concluded that:

Professors who invoked the interest/experience reasons to work at the institution showed higher satisfaction values. Professors who stated that they would choose the same institution to work showed the highest average levels of satisfaction in all dimensions of the scale.

About variables leadership and job satisfaction, it can be concluded that:

Professors satisfaction levels are close to top leadership and intermediate leadership;

of 0.71).

on improving the competitiveness and performance of this institution. The results obtained aim to highlight the relation between age and job satisfaction, where it was observed that the group of subjects over 40 years of age showed the highest degree of job satisfaction in the SSRV dimension. The statistical analysis applied to the data of this study with respect to the age group proves that the hypothesis is only validated in the SSRV dimension, because in this dimension the results obtained

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Parallel Session VI

the determinant of the link with the organization. Which allows to conclude that although the satisfaction of individuals effective state because the collaborating professors are foreign professionals with remunerations much higher than the salaries earned in their countries of origin (Cuba and Vietnam). This raises the discussion about considering this fact in the employee and the organization in the long term. In recent years there has been a growing choice of organizations for forward contracts and services, in a clear adaptation to the demands of global society and to internal and external policies that affect organizations economically and socially. In this context, it is essential that human resource managers remain alert to employee signals. In this investigation it can be concluded that the professionals pay particular attention to the values and attitudes of their managers and leaders, both intermediate and top. To this extent, it is believed that this study can contribute

towards institutional development. Successful organizations are known to take pride in practicing excellent HRM and for the teaching quality and competitiveness of this institution. It is recommended to the management, particularly to HRM, a greater participation and involvement of the teachers in the institutional decision, especially in the decision making related to the teaching, so that this involvement, stimulates a greater satisfaction and consequently, to promote a better performance in the teaching. A greater commitment of the management bodies and the intermediate directors, covering these professionals, enhances a better communication and institutional valuation.

The main limitation of the study is related to the sample size. Although the collection of data has not proved easy, it is intended that future research may involve larger samples, extended to other professional categories and institutions, comparing professional satisfaction between teachers and non-teachers, national and Countries.

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Almeida, H. (2003): Quality Standards and Centrality of Care: an ongoing project. II Congress of the Order of Nurses - The Nurse and the Citizen: Commitment (d) and Proximity.

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Azevedo, R. (2012): Satisfaction of primary health care professionals. Masters dissertation. University of. Fernando Pessoa. Huselid, M., Jackson, S., & Schuler, R. (1997): Technical and strategic human resource management effectiveness a

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Judge, T. A., Thoresen, C. J., Bono, J. E., & Platton, G. K. (2001): The job satisfaction -job performance relationship: a qualitative and quantitative review. Psychological Bulletin

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Machado-Taylor, M., Soares, V., & Gouveia, O. (2010): The Study of Academic Job Satisfaction and Motivation: An Ongoing Study in Portuguese Higher Education. Global Business and Economics Anthology,

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Mendes, I. (2012): Strategic management of human resources in Public Administration: myth or reality? Perception of I.G.F.S.S. I.P., on the strategic management of human resources and the possible impacts on performance. Masters dissertation. Polytechnic Institute of Setúbal. Portugal

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The determinants of teachers’ satisfaction and its influence in strategic management of human resources in the institute of education sciences in Kwanza South province

11th - 12th May 2017

Research Centre for Spatial and Organizational Dynamics

University of Algarve

Faro, Portugal

BOOK OF PROCEEDINGS

II International Congress on Interdisciplinarity in

Social and Human Sciences

TECHNICAL INFORMATION

INTRODUCTION

TABLE OF CONTENTS

THE DETERMINANTS OF TEACHERS’ SATISFACTION AND ITS INFLUENCE

IN STRATEGIC MANAGEMENT OF HUMAN RESOURCES IN THE INSTITUTE

OF EDUCATION SCIENCES IN KWANZA SOUTH PROVINCE

ABSTRACT

1. INTRODUCTION

2. THEORETICAL BACKGROUND

3. METHODOLOGY AND RESEARCH HYPOTHESES

4. FINDINGS

4.1 Sociodemographic characterization

4.2 Results of the Sociodemographic Dimension

4.3 Dimension Training Results

4.4 Results of the Professional Dimension

4.5 Results of the Work Dimension

4.6 Result of management practices for the different leaderships

5. CONCLUSIONS